Display candidate transaction variables for article
| Id | 812 | |
| Author | Garcia Yeste C., Gairal Casadó R., Munté Pascual A., Plaja Viñas T. | |
| Title | Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature | |
| Reference | Garcia Yeste C., Gairal Casadó R., Munté Pascual A., Plaja Viñas T.; Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature ;Child and Family Social Work vol:23 issue: 1 page:62 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021354517&doi=10.1111%2fcfs.12384&partnerID=40&md5=9bcd3c4f4c766d1d7e79ebd8285ba103 |
| Abstract | Research on out-of-home child care has revealed that foster care programmes focused on educational attainment and reading have the potential to improve the academic outcomes of children in care. However, no studies have examined which elements of these programmes positively benefit childrens emotional well-being. This article presents evidence of the positive effects of implementing a successful educational action, dialogic literary gatherings, in a childrens residential care institution. A qualitative study using a communicative-oriented methodology was conducted and involved five participant observations and eight daily life stories with children in out-of-home care in Catalonia (Spain). The childrens reflections demonstrated that reading classic books, such as Dickens Oliver Twist, deeply influenced their feelings and self-conceptions and created new and exciting meaning in their lives. © 2017 John Wiley & Sons Ltd |
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| (b) improving the emotional well-being of the participants. . | (Tania) These positive experiences by all participants in the DLG generated a state of well-being that may consequently promote improved emotional stability. . | Thus, DLGs strengthened their feeling of community, which directly influenced the students to feel closer to one another. . | Consequently, knowing one another better promoted greater friendship and a desire to be helpful. . | DLGs not only enable the creation of a reflective space and personal transformation but also foster the improvement of academic skills. . | DLGs promote reading and sharing classic books, creating new and inspiring meanings in children's lives, meanings connected to an interest in learning, and acquiring new skills. . | (Marta) 6.2 | Knowledge of the reality of others and the development of empathy Sharing a dialogue space through a book in which thoughts and reflections are connected to the participants' lives encourages greater knowledge of other people. . | This functioning in fact influences adolescents to increase their self-esteem and to make sense of their lives. . |
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